Identifying the Factors Influencing Professional Identity through the Hidden Curriculum Approach in University Students
Keywords:
Professional identity, hidden curriculum, educational experiencesAbstract
The aim of this study was to investigate the factors influencing professional identity through the hidden curriculum approach among university students in Mazandaran Province. This study is applied in terms of its purpose and employs a mixed-methods approach (qualitative and quantitative). The statistical population in the qualitative section included 20 experts and faculty members in the field of educational sciences, and in the quantitative section included 47,507 university students from Mazandaran Province. The sample size in the qualitative phase was 12 participants, and in the quantitative phase, 380 students were selected using Cochran’s formula and stratified random sampling based on academic fields. In the qualitative section, semi-structured interviews were used, and in the quantitative section, a researcher-made questionnaire on professional identity based on the hidden curriculum was employed. This questionnaire included 17 items and 1 dimension labeled “causal conditions,” with one component titled “educational experiences.” For qualitative data analysis, the study followed the three stages of open coding, axial coding, and selective coding. For quantitative data analysis, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were used. The results indicated that educational experiences, as a key variable within the hidden curriculum, have a significant impact on the formation of students’ professional identity, with a coefficient of 0.752. This value indicates a moderate to strong effect of causal conditions on the formation of professional identity. Overall, it can be concluded that educational experiences play an indispensable role in the formation, enhancement, and direction of students’ professional identity. Therefore, universities and educational institutions must consistently and comprehensively evaluate the quality of these experiences and create appropriate conditions for their enhancement.
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